L2 Spoken Discourse Linguistic Features and Analyses
Produktdetaljer
Biographical note
Romy Ghanem serves as the Senior Researcher and Curriculum Director of the International Interfaith Research Lab at Teachers College, Columbia University. Her research areas include second language (L2) pronunciation, linguistic and reverse linguistic stereotyping, language profiling, and L2 speaker accentedness.
Okim Kang is Professor of Applied Linguistics and Director of the Applied Linguistics Speech Lab at Northern Arizona University. Her research interests are speech perception/production, language social psychology/attitudes, L2 pronunciation/intelligibility, L2 oral assessment/testing, and automated scoring/speech recognition.
Maria (Masha) Kostromitina received her Ph.D. in Applied Linguistics from Northern Arizona University. Her research interests lie in the intersection of second language prosody and pragmatics. Specifically, Masha investigates the effectiveness of pragma–prosodic training in improving learners’ use of prosody in speech acts and the role of cognitive individual differences in prosody acquisition.
Produktdetaljer
Biographical note
Romy Ghanem serves as the Senior Researcher and Curriculum Director of the International Interfaith Research Lab at Teachers College, Columbia University. Her research areas include second language (L2) pronunciation, linguistic and reverse linguistic stereotyping, language profiling, and L2 speaker accentedness.
Okim Kang is Professor of Applied Linguistics and Director of the Applied Linguistics Speech Lab at Northern Arizona University. Her research interests are speech perception/production, language social psychology/attitudes, L2 pronunciation/intelligibility, L2 oral assessment/testing, and automated scoring/speech recognition.
Maria (Masha) Kostromitina received her Ph.D. in Applied Linguistics from Northern Arizona University. Her research interests lie in the intersection of second language prosody and pragmatics. Specifically, Masha investigates the effectiveness of pragma–prosodic training in improving learners’ use of prosody in speech acts and the role of cognitive individual differences in prosody acquisition.